Reconceptualization of Graduate Learning Outcomes (CPL): Integration of National Competency Standards and Turats Traditions in Islamic Education Institutions

Abstract

The reconceptualization of Graduate Learning Outcomes (GLO/CPL) has become an urgent imperative for Islamic educational institutions seeking to harmonize the imperatives of national competency standards with the traditional scholarly heritage of turats. This study aims to investigate the formulation of integrated learning outcomes, analyze taxonomic collisions between technocratic metrics and the ethics of traditional sanad transmission, and formulate an Outcome-Based Education (OBE) curriculum framework accommodating pesantren epistemology. Utilizing a qualitative approach with a critical exploratory multi-case study design, this research examines three integrated Islamic educational institutions rooted in the salafiyah tradition across Kuningan Regency, West Java. Data were gathered through semi-structured in-depth interviews with 18 key informants (pesantren leaders/Kyai, madrasah curriculum developers, classical text asatidz, and senior students), participatory observation of annual curriculum alignment workshops, and document analysis of syllabi and authentic assessment rubrics. Data were analyzed interactively and circularly through data condensation, data display, and theoretical verification dialogued with Habermas’s communicative action theory and the sociology of knowledge. The findings demonstrate that GLO integration produces a curricular hybridization model through taxonomic differentiation and reconciliation dividing competencies into three primary domains: standardized academic competencies based on 21st-century skills, classical textual-methodological proficiency, and internal pesantren spiritual ethics. The epistemological friction between rigid numerical outcome indicators and the metaphysical dimension of barakah was bridged through the Kyai’s transformational leadership, establishing sacred demarcation boundaries and formalizing traditional oral examinations (imtihan syafahi) into official madrasah quality reporting. This study concludes that learning outcome reconciliation entails a cultural value translation safeguarding sanad authenticity while fulfilling national accreditation accountability. These findings provide practical implications for designing culturally responsive quality assurance frameworks in Islamic educational governance.